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School Success (school + success)
Selected AbstractsConflict resolution and bully prevention: Skills for school successCONFLICT RESOLUTION QUARTERLY, Issue 1 2006Roberta A. Heydenberk In a two-year study, 673 elementary students participated in a bully prevention program that included seven training sessions introducing affective vocabulary, social and emotional literacy, and Conflict resolution skills. Treatment groups showed statistically significant gains on the Conflict resolution subscale of the standardized instrument employed. No gains were found in the comparison groups. A decrease in bullying and an increased sense of safety were indicated from student and staff questionnaire responses. [source] GOVERNMENT'S CONSTRUCTION OF THE RELATION BETWEEN PARENTS AND SCHOOLS IN THE UPBRINGING OF CHILDREN IN ENGLAND: 1963,2009EDUCATIONAL THEORY, Issue 3 2010David Bridges In this essay David Bridges argues that since most families choose to realize their responsibility for the major part of their children's education through state schools, then the way in which the state constructs parents' relation with these schools is one of its primary levers on parenting itself. Bridges then examines the way in which parent-school relations have been defined in England through government and quasi-government interventions over the last forty-five years, tracing these through an awakening interest in the relation between social class and unequal school success in the 1960s, passing through the discourse of accountability in the 1970s, marketization in the 1980s and 1990s, performativity extending from this period into the first decade of the twenty-first century, and, most recently, more direct interventions into parenting itself and the regulation of school relations with parents in the interests of safeguarding children. These have not, however, been entirely discrete policy themes, and the positive and pragmatic employment of the discourse of partnership has run throughout this period, albeit with different points of emphasis on the precise terms of such partnership. [source] HUI M,lama O Ke Kai: a positive prevention-based youth development program based on native hawaiian values and activities,JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 8 2009Earl S. Hishinuma Evaluation of after-school programs that are culturally and place-based and promote positive youth development among minority and indigenous youths has not been widely published. The present evaluation is the first of its kind of an after-school, youth-risk prevention program called Hui Mal,ma O Ke Kai (HMK), that emphasizes Native Hawaiian values and activities to promote positive youth development for fifth and sixth graders (N=110) in a rural Native Hawaiian community. Results indicated positive gains on youth self-reports in Native Hawaiian values, self-esteem, antidrug use, violence prevention strategies, and healthy lifestyle in Year 1, and in family cohesion, school success, and violence prevention strategies in Year 2. Parent reports of their children indicated positive gains in selected domains. Implications include the support for a promising culturally appropriate program, expansion to middle-school-aged youths, and parent involvement. © 2009 Wiley Periodicals, Inc. [source] Biological, social, and community influences on third-grade reading levels of minority Head Start children: A multilevel approachJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 3 2003Virginia A. Rauh The purpose of the study was to determine the impact of individual and community level risks on school outcomes of children who attend Head Start. We studied a sample of 3,693 African American and Hispanic children who had been born in New York City, participated in Head Start, and attended New York City public schools. The outcome was the score obtained on a citywide third-grade reading test. Individual level risk factors were derived from birth certificate data. Community level risks were extracted from citywide U.S. Census data and other public-access data sets. Multilevel regression analyses indicated that at the individual level, lower reading scores were significantly associated with: male gender, low birth weight, unmarried mother, low maternal education, and inadequate interpregnancy spacing. Controlling for individual-level risk, concentrated community poverty significantly lowered reading scores, and a high percentage of immigrants in the community significantly raised scores. There was also a significant crosslevel effect: boys benefited more than girls from the immigrant community effect. The evidence suggests that we can better identify children at future educational risk and maximize the success of early intervention programs by exploring influences on school success at multiple levels, including the community. © 2003 Wiley Periodicals, Inc. J Comm Psychol 31: 255,278, 2003. [source] Differences in principals' leadership behavior in high- and low-performing schoolsJOURNAL OF LEADERSHIP STUDIES, Issue 4 2010Ronald A. Lindahl This study was based on data from the 2008 Take20: Alabama Teaching and Learning Conditions Survey and focused on a comparison of teachers' perceptions of how school principals exercise their role in both high- and low-performing elementary and middle schools that serve high-poverty student populations. Teachers in the high-performing schools consistently viewed their principals' behavior more positively than did their counterparts in the lower-performing schools. Teachers reported less difference in regard to engaging the community to create shared responsibility for student and school success. Very little difference existed in the principal's involvement of teachers in key school decisions; neither population of principals scored high in this area. [source] Type 1 diabetes mellitus and school: a comparison of patients and healthy siblingsPEDIATRIC DIABETES, Issue 8 2009Kelly B Parent Children and adolescents with type 1 diabetes mellitus (T1DM) are at risk for a variety of problems at school. Well-controlled studies using data collected in schools, however, are limited. The purposes of this study are to determine whether selected school problems are associated with T1DM and to investigate an association between these problems and medical variables. Teachers rated 95 diabetic students (M = 11.8; SD = 3.0 yr old) and 95 of their siblings (M = 12.1; SD = 3.0 yr old) regarding academic skills, work completion, day-to-day variability, and classroom attention. Medical and school records also were accessed. The T1DM group had lower academic skills ratings overall (p < 0.02), especially in writing (p < 0.01), a trend toward poorer classroom attention (p < 0.08), and many more missed school days (p < 0.001). Diabetics on intensive therapy protocols had better academic ratings overall (p < 0.02), including in math (p < 0.03) and fewer missed school days (p < 0.03), but they unexpectedly were rated as having more classroom behaviors that jeopardize work completion (p < 0.05) than counterparts on conventional therapy. Among all diabetics, glycated hemoglobin (HbAlc) levels were moderately related to each academic skill rating (r = ,0.34 to ,0.37; p < 0.01) and strongly related to classroom attention (r = 0.53; p = 0.000). T1DM itself appears to be a relatively minor influence to several important aspects of school. Furthermore, although intensive therapy alone may well promote school success, meticulous glycemic control, however achieved, appears more important in mitigating prospective classroom attention and academic problems. [source] The Construction of Black High-Achiever Identities in a Predominantly White High SchoolANTHROPOLOGY & EDUCATION QUARTERLY, Issue 3 2009Dorinda J. Carter Andrews In this article, I examine how black students construct their racial and achievement self-concepts in a predominantly white high school to enact a black achiever identity. By listening to these students talk about the importance of race and achievement to their lives, I came to understand how racialized the task of achieving was for them even though they often deracialized the characteristics of an achiever. I suggest that these students do not maintain school success by simply having a strong racial self-concept or a strong achievement self-concept; rather, they discuss achieving in the context of being black or African American. For these students, being a black or African American achiever in a predominantly white high school means embodying racial group pride as well as having a critical understanding of how race and racism operate to potentially constrain one's success. It also means viewing achievement as a human, raceless trait that can be acquired by anyone. In their descriptions of themselves as black achievers, these students resist hegemonic notions that academic success is white property and cannot be attained by them.,[self-concept, high achievers, black student achievement, achievement self-concept] [source] Young Children's Reasoning About the Effects of Emotional and Physiological States on Academic PerformanceCHILD DEVELOPMENT, Issue 1 2009Jennifer Amsterlaw This study assessed young children's understanding of the effects of emotional and physiological states on cognitive performance. Five, 6-, 7-year-olds, and adults (N= 96) predicted and explained how children experiencing a variety of physiological and emotional states would perform on academic tasks. Scenarios included: (a) negative and positive emotions, (b) negative and positive physiological states, and (c) control conditions. All age groups understood the impairing effects of negative emotions and physiological states. Only 7-year-olds, however, showed adult-like reasoning about the potential enhancing effects of positive internal states and routinely cited cognitive mechanisms to explain how internal states affect performance. These results shed light on theory-of-mind development and also have significance for children's everyday school success. [source] | |||||||||||||